A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching

Başar S., Çomoğlu H. İ.

PROFILE: ISSUES IN TEACHERS' PROFESSIONAL DEVELOPMENT, vol.26, pp.163-179, 2024 (ESCI)

  • Publication Type: Article / Article
  • Volume: 26
  • Publication Date: 2024
  • Doi Number: 10.15446/profile.v26n2.110341
  • Journal Name: PROFILE: ISSUES IN TEACHERS' PROFESSIONAL DEVELOPMENT
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Directory of Open Access Journals, DIALNET
  • Page Numbers: pp.163-179
  • Dokuz Eylül University Affiliated: Yes

Abstract

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers’ pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

Keywords: collaboration, critical pedagogy, English language teachers, language teacher education, professional development